• 한국보육지원학회지
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• 제18권2호
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• pp.39-56
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• 2022

Objective: The purpose of this study was to investigate the influence of perceived supervisor's servant leadership and teacher self-efficacy for positive teacher-child relationships on work engagement using the path model. Methods: The subjects were 210 teachers working at childcare centers in Daegu and Gyeongbuk Province. Questionnaires were used to investigate perceived supervisor's servant leadership, teacher self-efficacy for positive teacher-child relationships, and work engagement. The collected data were analyzed by Structural Equation Modeling(SEM), Bootstrapping, Pearson Correlation, AMOS 20.0, and SPSS 21.0. Results: First, supervisor's servant leadership had a positive influence on teacher self-efficacy for positive teacher-child relationships. Second, teacher self-efficacy for positive teacher-child relationships had a positive influence on work engagement. Third, supervisor's servant leadership had a positive influence on teacher's work engagement. Fourth, supervisor's servant leadership had an indirec effect on teacher's work engagement by teacher self-efficacy for positive teacher-child relationships. Conclusion/Implications: The results mean teacher self-efficacy for positive teacher-child relationships had more influence on teacher's work engagement. Therefore, it is more useful to promote teacher self-efficacy for positive teacher-child relationships in order to strengthen teacher's work engagement.

• 한국보육지원학회지
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• 제14권1호
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• pp.167-186
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• 2018

Objective: The purpose of this study was to explore the structural analysis of the relationships among principals and fellow teacher's emotional support, teacher's active motivation for choosing the teaching profession, self-leadership, and child care efficacy and commitment. Methods: Data were collected from 465 child care teachers and analyzed by means of structural equational modeling(SEM). Results: First, principals and fellow teacher' emotional support was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through teacher's self-leadership. Second, teacher's active motivation for choosing the teaching profession was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through self-leadership and child care efficacy. Third, teacher's self-leadership was found to have a direct effect on teacher's child care commitment, as well as an indirect effect through child care efficacy. Fourth, teacher's child care efficacy was to found have a direct effect on teacher's child care commitment. Conclusion: These results suggest the need for a great deal of utility to improve teacher's child care commitment.

• 한국산학기술학회논문지
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• 제18권7호
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• pp.316-324
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• 2017

본 논문에서는 보육교사의 자아개념과 교사 효능감의 두 변인간의 관계와 함께 보육교사의 자아개념 수준에 따른 교사 효능감의 차이를 확인하는데 그 목적이 있다. 서울시와 수도권의 어린이집 에서 보육교사 127명을 대상으로 자아개념검사와 교사효능감 검사를 각각 실시하였다. 회수된 자료는 spss 20.0 프로그램을 활용하여 상관관계와 t-test 분석을 실시하였다. 그 결과를 살펴보면 다음과 같다. 첫째, 보육교사의 자아개념은 인지적 자아, 정의적 자아, 사회적 자아, 신체적 자아 등 모든 하위요인에서 보육교사의 일반적 효능감, 개인적 효능감과 교사 효능감 전체 점수와 정적상관을 보이는 것으로 나타났다. 둘째, 자아개념전체 및 각 하위요인의 수준이 높은 집단이 경우는 낮은 집단보다 보육교사의 일반적 효능감, 개인적 효능감, 교사 효능감이 더 의미있게 높은 것을 알 수 있었다. 본 연구결과에 따라 보육교사의 자아개념 수준에 따라 교사 효능감의 수준도 차이가 있음을 알 수 있었으며 교육현장에서 교사의 자아개념과 자기 효능감을 높이기 위한 방안이 필요함을 시사한다.

• 수산해양교육연구
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• 제26권3호
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• pp.510-524
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• 2014

The purpose of this study was to investigate the influence of teacher efficacy and collectivistic self-esteem on alleviation of teacher burnout. In order to achieve these research purpose, data were collected from 161 elementary and secondary school teachers using teacher efficacy scale, collectivistic self-esteem scale and psychological burnout scale. Collected data were analyzed using correlation analysis and hierarchical multiple regression. The major results of statistical analyses were as follows: First, generally background variables were significantly associated with burnout and therefore, background variables were controlled in the analysis of teacher efficacy and collectivistic self-esteem. Second, teacher efficacy influenced on the total burnout(38%) and sub-factors which were emotional exhaustion(27.3%), depersonalization(20.7%) and diminished personal accomplishment(36.1%), and collectivistic self-esteem influenced on the total burnout(38.8%) and sub-factors which were emotional exhaustion(27.1%), depersonalization(29.6%) and diminished personal accomplishment(25.1%). Third, the analysis of additional influence of collectivistic self-esteem in addition to the influence of teacher efficacy on teacher burnout revealed additional influence in the alleviation of total burnout(18.2%), emotional exhaustion(13.9%), depersonalization(16.6%) and diminished personal accomplishment(10.3%). These results showed that teacher's collectivistic self-esteem is an important factor in the alleviation of psychological burnout with teacher efficacy which was well known as a protective factor for psychological burnout. Based upon the above results, implications of these results and limitations of this study were discussed.

• 한국산학기술학회논문지
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• 제16권12호
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• pp.8325-8335
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• 2015

본 연구는 보육교사의 질병관련 지식, 직무 스트레스, 자아존중감 및 교사효능감의 정도를 알아보고, 교사효능감에 영향을 미치는 요인을 파악하기 위해 시도되었다. 연구방법은 G시의 보육교사 257명을 대상으로 한 서술적 조사연구로, 2014년 5월 23일에서 25일까지 자료를 수집하였다. 자료분석은 SPSS WIN/21.0 프로그램으로 평균과 표준편차, t-검정, 일원 분산분석, 피어슨 상관계수, 위계적 다중회귀분석을 사용하였다. 그 결과, 보육교사의 교사효능감의 평균점수는 $78.80{\pm}8.28$점으로 다소 높게 나타났으며, 연구대상자의 교사효능감은 자아존중감과 순상관관계(r=.493, p<.001), 직무 스트레스와는 역상관관계(r=-.247, p<.001)가 있는 것으로 나타났으나 질병관련 지식과는 상관관계가 없는 것으로 나타났다. 그리고 다중회귀분석 결과, 자아존중감, 직무스트레스, 직위에 의해 30.0%가 설명되었다. 따라서 보육시설 보육교사의 교사효능감을 증진시킬 수 있는 중재전략이 필요하다 생각된다.

• 아동학회지
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• 제26권6호
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• pp.45-58
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• 2005

The purpose of this study was to find out teacher's variables that made difference between teacher's efficacy for early childhood care and education and general self-efficacy, and to explore variables influencing in teacher's efficacy for early childhood care and education. In this study, 212 inservice teachers in edu-care centers completed and analyzed. Efficacy for Child Care and Teaching(ECCT) and general self-efficacy scale. Age, status in working place, years of experience, and participation in decision-making of working place were found as important variables in teacher's efficacy for child care and education, and general self-efficacy. And status and participation in decision-making of working place were found as important variables in explaining teacher's efficacy for child care and education.

• 한국생활과학회지
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• 제18권3호
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• pp.557-570
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• 2009

The purpose of this study is to examine the effects of teachers' creative personality and self-efficacy on their role for young children's creativity improvement. The subjects were 269 teachers who were working at the public or private kindergartens. Measurements consisted of teachers' creativity personality(Park & You, 2000), self-efficacy(Lim, 1999), and teachers' role for young children's creativity improvement(Guliford, 1956). The data were analyzed by t-test, ANOVA, Duncan's post-analysis, Pearson's correlation, hierarchical regression using SPSS 11.0 Program. The results of this research are as follows: first, teachers' creativity personality, teacher's self-efficacy on self-regulation, and the teacher's role for children's creativity improvement had significant differences according to teachers' general background. Second, it appeared that teacher's creativity personality and self-efficacy meaningfully influenced the teacher's role for children's creativity improvement. Teacher's curiosity, and self-efficacy on self-regulation affects teacher's role in improving children's immersion/ durability, flexibility and delicacy.

• 한국보육지원학회지
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• 제17권6호
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• pp.1-14
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• 2021

Objective: The purpose of this study was to classify early childhood educators' perfectionism types and to identify differences in teacher self-efficacy and teachers burnout according to the types of perfectionism. Methods: The participants of this study were 309 teachers working at early childhood education centers in Seoul, Gyeonggi-do, Daejeon, Se-jong, Kim-Cheon, and Hong-Sung, South Korea. Early childhood educators were surveyed regarding perfectionism, teacher self-efficacy and teacher burnout. The collected data were analyzed using K-means cluster analyses and analysis of covariance. Results: Cluster analyses with self-oriented perfectionism and other-oriented perfectionism as cluster variables resulted in three types of perfectionism among early childhood educators; 'self-other directed perfectionism(33.0%)', 'other directed perfectionism(35.0%)' and 'non perfectionism(32.0%)'. Educators with self-other directed perfectionism reported higher teacher self-efficacy and lower teacher burnout than educators with other directed perfectionism or with non perfectionism. Conclusion/Implications: Early childhood educators' perfectionism may be a significant personality trait linked to quality of education and care in real education settings.

• 아동학회지
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• 제35권2호
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• pp.191-209
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• 2014

This study examined the effects of teacher's self-efficacy on children's sociality through the mediating effects of job-satisfaction and the quality of teacher-child interaction. The participants in this study consisted of 27 teachers working at child care centers and 71 children(4-5 years old) in their charge in Seoul and Gyeonggi-do province, Korea. Data were analyzed by means of a Hayes's PROCESS(2012) program to identify the serial multiple mediating effects and the relationships which exist among the various factors. The present study found that teacher's self-efficacy had significant indirect effects on children's sociality through job-satisfaction and the quality of teacher-child interaction. These results suggest that a higher level of teacher's self-efficacy leads to greater job-satisfaction and better quality of teacher-child interaction and this in turn has an influence on children's sociality.

• 한국학교보건학회지
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• 제30권3호
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• pp.224-239
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• 2017

Purpose: Maintaining a lifelong health is very important. The purpose of this study is to know the perception of youth about health teacher's servant leadership, student's self-efficacy, and health promoting behavior, and the relationship among the variables. Methods: This study used surveys of health teacher's servant leadership, student's self-efficacy, and health promotion behaviors. The subjects were 1,286 elementary, middle and high school students. PASW Statistics 18.0 was used in the data analysis. Percentage, mean and standard deviation, t-test, and ANOVA test were used to compare the difference of the health teacher's servant leadership, student's self-efficacy, and health promotion behavior according to the background variables of the subject. Results: There was a statistically significant difference in the perception of youth about health teacher's servant leadership, student's self-efficacy, and health promotion behaviors according to school level, establishment type, and grade. There was also a statistically significant difference in the perception of youth about student's self-efficacy and health promotion behaviors between male and female student. In addition, student's self-efficacy serves as a positive mediator to the effects of health teacher's servant leadership on student's health promoting behavior. Conclusion: Based on these results, it needs to implement the human resources and policy support for the systematic health education of elementary, middle, and high schools, the development of the program for the teacher's servant leadership, and the health promotion of students in curriculum.